•Journal•ISSN: 1833-2595
International journal for educational integrity
BioMed Central
About: International journal for educational integrity is an academic journal published by BioMed Central. The journal publishes majorly in the area(s): Medicine & Academic integrity. It has an ISSN identifier of 1833-2595. It is also open access. Over the lifetime, 55 publications have been published receiving 174 citations.
Topics: Medicine, Academic integrity, Computer science, Engineering, Cheating
Papers
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TL;DR: The authors argue that academic integrity networks and organizations ought to develop intentional strategies for equity, diversity and inclusion, and decolonization in terms of leadership, scholarship, and professional opportunities, and point out that existing systems perpetuate the conditions that allow for overrepresentation of reporting among particular student groups including international students, students of colour, and those for whom English is an additional language.
Abstract: Abstract The topics of equity, diversity, inclusion, decolonization, and Indigenization have been neglected in academic and research integrity. In this article, I offer examples of how these issues are being addressed and argue that academic integrity networks and organizations ought to develop intentional strategies for equity, diversity and inclusion, and decolonization in terms of leadership, scholarship, and professional opportunities. I point out that existing systems perpetuate the conditions that allow for overrepresentation of reporting among particular student groups including international students, students of colour, and those for whom English is an additional language. I conclude with concrete recommendations for action.
17 citations
TL;DR: The authors argue that academic integrity networks and organizations ought to develop intentional strategies for equity, diversity and inclusion, and decolonization in terms of leadership, scholarship, and professional opportunities, and point out that existing systems perpetuate the conditions that allow for overrepresentation of reporting among particular student groups including international students, students of colour, and those for whom English is an additional language.
Abstract: Abstract The topics of equity, diversity, inclusion, decolonization, and Indigenization have been neglected in academic and research integrity. In this article, I offer examples of how these issues are being addressed and argue that academic integrity networks and organizations ought to develop intentional strategies for equity, diversity and inclusion, and decolonization in terms of leadership, scholarship, and professional opportunities. I point out that existing systems perpetuate the conditions that allow for overrepresentation of reporting among particular student groups including international students, students of colour, and those for whom English is an additional language. I conclude with concrete recommendations for action.
13 citations
TL;DR: A review of the literature surrounding the growing use of automated paraphrasing tools (APTs) as a threat to educational integrity can be found in this article , where the authors seek to review the history of APT use and the current understanding of APTs placed in the broader context of the educational integrity-technology arms race.
Abstract: Abstract This article reviews the literature surrounding the growing use of Automated Paraphrasing Tools (APTs) as a threat to educational integrity. In academia there is a technological arms-race occurring between the development of tools and techniques which facilitate violations of the principles of educational integrity, including text-based plagiarism, and methods for identifying such behaviors. APTs are part of this race, as they are a rapidly developing technology which can help writers transform words, phrases, and entire sentences and paragraphs at the click of a button. This article seeks to review the literature surrounding the history of APT use and the current understanding of APTs placed in the broader context of the educational integrity-technology arms race.
12 citations
TL;DR: This paper reported on a recent online survey with 207 Vietnamese and local postgraduate students at a New Zealand university regarding their perceptions of plagiarism and found significant differences both between and within the two groups.
Abstract: Abstract Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little is known about those held by postgraduate (PG) students, although differences between undergraduate (UG) and PG students relate to both their characteristics and the demands of their studies. Furthermore, there is a dearth of research within the context of international education, where managing plagiarism is seen as a major challenge. This paper reports on a recent online survey with 207 Vietnamese ( n = 72) and local ( n = 135) PG students at a New Zealand university regarding their perceptions of plagiarism. The findings showed significant differences both between and within the two groups. Perception variations arose from a range of influences and prior experiences, not just the culture in which the students were initially educated. Differences related to participants’ age, gender, academic levels, disciplines, and teaching experience. This study’s findings contribute knowledge about under-researched PG students and problematize prevalent stereotypes of international students regarding plagiarism. They generate implications for higher education institutions to accommodate international and domestic PG student needs in ways that respect their diversities in detail as individuals, not as members of a homogeneous group. Further qualitative research to explore PG student perceptions in greater depth is recommended.
10 citations
TL;DR: This article reported on a recent online survey with 207 Vietnamese and local postgraduate students at a New Zealand university regarding their perceptions of plagiarism and found significant differences both between and within the two groups.
Abstract: Abstract Despite increasing scholarly interest in tertiary student perceptions of plagiarism, very little is known about those held by postgraduate (PG) students, although differences between undergraduate (UG) and PG students relate to both their characteristics and the demands of their studies. Furthermore, there is a dearth of research within the context of international education, where managing plagiarism is seen as a major challenge. This paper reports on a recent online survey with 207 Vietnamese ( n = 72) and local ( n = 135) PG students at a New Zealand university regarding their perceptions of plagiarism. The findings showed significant differences both between and within the two groups. Perception variations arose from a range of influences and prior experiences, not just the culture in which the students were initially educated. Differences related to participants’ age, gender, academic levels, disciplines, and teaching experience. This study’s findings contribute knowledge about under-researched PG students and problematize prevalent stereotypes of international students regarding plagiarism. They generate implications for higher education institutions to accommodate international and domestic PG student needs in ways that respect their diversities in detail as individuals, not as members of a homogeneous group. Further qualitative research to explore PG student perceptions in greater depth is recommended.
10 citations